Monitoring Your GAME Plan Progress
The knowledge I have gained in this course, “Integrating Technology Across the Content Areas (EDUC - 6713I - 2)” through the discussion threads and activities has made me fully aware that I will need to establish goals to (a) carry out my action plan, (b) keep track of my progress, and (c) enhance my professional growth (Cennamo, Ross, & Ertmer, 2009). The steps I have taken to meet the goals that I have set will be implementing technology literacy and employing technology resources. This encompasses a collection of a number of content related resources that I plan to utilize to teach Georgia common core (CC) 4th grade mathematics. Like every year, I am sure I will have to modify my action plan once I get back in to the classroom with my new students. Modification will be made based on students learning style and demands. According to Engstrom (2005) essentially teachers must be cognizant of or recognize how to assess students' knowledge and skills in research technology to facilitate their technology literacy. Thus far, I have discovered that teaching with innovative technology resources or any available technology will require research, organization, planning and concrete instructional practice. Through combining innovative principles and practices of the Universal Design for Learning (UDL), differentiating my instructional style will open up multiple ways to apply new pedagogy coupled with theory to enhance the needs of the different learners within my classroom effectively (Center for Applied Special Technology [CAST], 2009). Therefore, I have two essential questions in mind presented below.
Essential Question 1:
How can available technology be applied to promote self-directed learning?
Employing open-ended response format can help with moving students forward using innovative technology resources such as online videos. For example, to teach my 4th grade students how to respond to open ended mathematics questions I plan to use a YouTube video entitled “Number Patterns (http://www.youtube.com/watch?v=sKPDKcmlg4I&feature=related). This video presents open ended questions using an illustrative story. This resource will be used to teach the common core (CC) standard 4.OA.5, (produce a number or shape pattern using a presented rule). Recognize obvious features of the presented pattern that were not explicit to the presented rule (e.g., adding the number 3 and the starting number 1 produces terms in the resulting sequence and examining that the terms emerge to rotate between odd and even numbers, and provide details informally about why the numbers will carry on to alternate in this form). The use of videos creates a visual representation which students can revisit and learn in an innovative and resourceful way (Cennamo et al., 2009).
Essential Question 2:
How can students be empowered with 21st century skills to function beyond the classroom?
The Technology for Forced Option will enable me to use the Georgia Online Assessment System (GOAS) (https://www.georgiaoas.org/servlet/a2l). I will use this resource as a tool to create practice content related assessment to enhance my 4th grade students' mathematics skills both in and out the classroom. The GOAS will enable me to select content and standard related multiple choice items from assessment modules customized to prepare students for the state mandated assessment. Further, the GOAS provide the results as soon as the practice assessment is completed with constructive feedback. This will enable me to see what my students have mastered and what my students have yet to master. Further, I will be able to create individualized assessment to meet the needs of my diverse learners. Students will be able to access their assessment from any location and at any time. Their results will be stored in an electronic portfolio. This will enable me to use students' assessment results to analyze their strengths and weaknesses. I will use the information to customize practice assessments to address their learning styles and demands. My main objective is to do what it takes to turn my students into skilled learners. Learners who (a) have the understanding of how to acquire knowledge, (b) desire to learn and (c) are independently equipped to learning agents for life (CAST, 2009).
References:
Center for Applied Special Technology [CAST]. (2009). UDL guidelines, version 1.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom
use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA:
Wadsworth, Cengage Learning.
Engstrom, D.E. (2005). Assessing for technological literacy. Technology Teacher, 65 (4), 30-
32.
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Wednesday, July 18, 2012
Sunday, July 15, 2012
Carrying Out My GAME Plan
In my initial blog post, I stated that to develop my personal GAME plan I will utilize Cennamo, Ross, and Ertmer’s (2009) easy steps. The essential objective entails technology integration and promoting self directed learning. As previously stated, indicator one, “Facilitate and Inspire Student Learning and Creativity” will enable me to: "(a) promote, support, and model creative and innovative thinking and inventiveness, (b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources and (d) model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment" (ISTE/NETS for Teachers, 2011). The resources I plan to employ will be ideas from colleagues, SpiderScrib, journal logs, Ipads, promethean board, voice threads and on line interactive software’s. The additional information I will need will be some models and approaches. The steps that I have taken, thus far is constructing a lesson plan for my 4th grade math students this upcoming school year. The lesson plan is a 5 day common core math standard (MCC4.NF.6) using decimal notation for fractions with 10 or 100 denominators (e.g., rewrite 0.62as 62/100, describe a length as 0.62 meters, and locate 0.62 through a number line diagram). Students will learn that each decimal can represent a fraction with a denominator as a power of ten. Students will recognize that resulting fraction (a decimal fraction). Students will identify place values (Forth Grade Common Core Georgia Performance Standards, 2012). To teach this lesson, I will apply Howard‘s (2004) principle of Universal Design for Learning (UDL) three multiple essentials. The first essential will enable me to obtain content through a variety of resources. The second essential will require me to convey my student’s performances (e.g., what they have mastered). The final essential will be using different ways to captivate and hold my students interest (Howard, 2004). In sum, diverse technology resources will be implemented to facilitate learning, promote self directed learning, and enhance my diverse students thinking and cognitive skills.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
Common Core Georgia Performance Standards (2012). Georgia Department of Education. Retrieved from http://www.gcssk12.net/fullpanel/uploads/files/fourth-grade-math-unit-one.2.pdf
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students.
Learning and Leading with Technology, 31(5), 26–29. Retrieved from the ERIC
database.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/
standards/nets-for-teachers.aspx
In my initial blog post, I stated that to develop my personal GAME plan I will utilize Cennamo, Ross, and Ertmer’s (2009) easy steps. The essential objective entails technology integration and promoting self directed learning. As previously stated, indicator one, “Facilitate and Inspire Student Learning and Creativity” will enable me to: "(a) promote, support, and model creative and innovative thinking and inventiveness, (b) engage students in exploring real-world issues and solving authentic problems using digital tools and resources and (d) model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environment" (ISTE/NETS for Teachers, 2011). The resources I plan to employ will be ideas from colleagues, SpiderScrib, journal logs, Ipads, promethean board, voice threads and on line interactive software’s. The additional information I will need will be some models and approaches. The steps that I have taken, thus far is constructing a lesson plan for my 4th grade math students this upcoming school year. The lesson plan is a 5 day common core math standard (MCC4.NF.6) using decimal notation for fractions with 10 or 100 denominators (e.g., rewrite 0.62as 62/100, describe a length as 0.62 meters, and locate 0.62 through a number line diagram). Students will learn that each decimal can represent a fraction with a denominator as a power of ten. Students will recognize that resulting fraction (a decimal fraction). Students will identify place values (Forth Grade Common Core Georgia Performance Standards, 2012). To teach this lesson, I will apply Howard‘s (2004) principle of Universal Design for Learning (UDL) three multiple essentials. The first essential will enable me to obtain content through a variety of resources. The second essential will require me to convey my student’s performances (e.g., what they have mastered). The final essential will be using different ways to captivate and hold my students interest (Howard, 2004). In sum, diverse technology resources will be implemented to facilitate learning, promote self directed learning, and enhance my diverse students thinking and cognitive skills.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
Common Core Georgia Performance Standards (2012). Georgia Department of Education. Retrieved from http://www.gcssk12.net/fullpanel/uploads/files/fourth-grade-math-unit-one.2.pdf
Howard, K. L. (2004). Universal design for learning: Meeting the needs of all students.
Learning and Leading with Technology, 31(5), 26–29. Retrieved from the ERIC
database.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/
standards/nets-for-teachers.aspx
Sunday, July 8, 2012
Personal GAME Plan
After reading and reflecting on the NETS-T for teachers, I
decided to utilize Cennamo, Ross, and Ertmer’s (2009) easy steps in developing
my personal game plan. Cennamo, Ross, and Ertmer’s easy steps will enable me to
develop a personal game plan that promotes self directed learning. The self-
directing learning approach will be used to prepaid students to be lifelong
learners (Cennamo, Ross, & Ertmer, 2009). To promote self-directed
learning, I will employ indicator one, “Facilitate and Inspire Student Learning
and Creativity” to: (a) promote, support, and model creative and innovative
thinking and inventiveness, (b) engage students in exploring real-world issues
and solving authentic problems using digital tools and resources and (d) model
collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environment (ISTE/NETS for
Teachers, 2011).
Goals:
I have 3 essential goals to help my students become self directed learners. My first goal entails incorporating indicator one, elements a, b and d within my instructional practice. The second goal will encompass the use of diverse technology (e.g., laptops, clickers, online software’s, applications, and iPads) within the instructional and learning setting. The final goal is to join some educator’s network and stay abreast with the constant technological changes in regards to teaching and learning. It is important that I explore diverse ways to integrate technology within my instructional practice (Cennamo, Ross, & Ertmer, 2009). The use of diverse technology will enable me to teach old concept in new ways.
Actions:
The actions I plan take to promote self-directed learning will encompass using indicator one and the above elements (e.g., a, b, and d) as outlined below:
• Element A-will used to promote the concept of inquiry-based learning as a measure to help students become independent thinkers and learners. In addition, I will modify the curriculum, instruction, and assessment to meet the learning demands of my students.
• Element B- will create a new way to apply innovative approaches and strategies to integrate existing technology resources.
• Element D- will enable me to integrate blogging or my Podbean reflection page to promote collaborative work and enable students to work beyond the classroom.
Monitor:
My progress will be monitored based on my student’s performances. I will use rubrics as a tool facilitate self directed learning, evaluate individualized tasks and assist students’ performances. Evaluate and Extended Learning:
I will evaluate my learning through assessing what my students mastered and or did not master.
My learning will be extended through researching and using innovative models. Developing lessons and activities using innovative models will create the opportunity to promote active engagement and self directed learning. I believe that shifting gears and adjusting the curriculum is essential in a world where high-tech resources for learning are no longer a choice. Therefore, it is essential for me to transform from teachers to facilitator. As an agent of educating young minds, I plan to do what it takes to help my students to be active in their learning process and become self-directed learners. To that end, this outline will be developed, and used guide to maximize and leverage technology (e.g., simple syndication, weblogs, wikis, audio, video casting, iPads, Twitter, Facebook, and or other social networking) beyond the classroom.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
King-Sears, M., & Evmenova, A. S. (2007). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/standards/nets-for-teachers.aspx
Goals:
I have 3 essential goals to help my students become self directed learners. My first goal entails incorporating indicator one, elements a, b and d within my instructional practice. The second goal will encompass the use of diverse technology (e.g., laptops, clickers, online software’s, applications, and iPads) within the instructional and learning setting. The final goal is to join some educator’s network and stay abreast with the constant technological changes in regards to teaching and learning. It is important that I explore diverse ways to integrate technology within my instructional practice (Cennamo, Ross, & Ertmer, 2009). The use of diverse technology will enable me to teach old concept in new ways.
Actions:
The actions I plan take to promote self-directed learning will encompass using indicator one and the above elements (e.g., a, b, and d) as outlined below:
• Element A-will used to promote the concept of inquiry-based learning as a measure to help students become independent thinkers and learners. In addition, I will modify the curriculum, instruction, and assessment to meet the learning demands of my students.
• Element B- will create a new way to apply innovative approaches and strategies to integrate existing technology resources.
• Element D- will enable me to integrate blogging or my Podbean reflection page to promote collaborative work and enable students to work beyond the classroom.
Monitor:
My progress will be monitored based on my student’s performances. I will use rubrics as a tool facilitate self directed learning, evaluate individualized tasks and assist students’ performances. Evaluate and Extended Learning:
I will evaluate my learning through assessing what my students mastered and or did not master.
My learning will be extended through researching and using innovative models. Developing lessons and activities using innovative models will create the opportunity to promote active engagement and self directed learning. I believe that shifting gears and adjusting the curriculum is essential in a world where high-tech resources for learning are no longer a choice. Therefore, it is essential for me to transform from teachers to facilitator. As an agent of educating young minds, I plan to do what it takes to help my students to be active in their learning process and become self-directed learners. To that end, this outline will be developed, and used guide to maximize and leverage technology (e.g., simple syndication, weblogs, wikis, audio, video casting, iPads, Twitter, Facebook, and or other social networking) beyond the classroom.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
King-Sears, M., & Evmenova, A. S. (2007). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.
National Education Standards for Teachers (NETS-T) located at _Final.pdf http://www.iste.org/standards/nets-for-teachers.aspx
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